Whakatauki Ko tōu reo Ko tōku reo Te tuakiri tangata Tīhei uriuri

Slides:

Advertisements

Similar presentations

Spanish ProfeLL 2 – Maintaining Momentum in Spanish Professional learning intended outcomes: We will differentiate to cater for individual needs: Workshop.

Advertisements

Learning Learning Learning Languages Jeanne Gilbert School Support Services University of Waikato.

Student Wellbeing - Mental Health Education Initiative

German ProfeLL 2 – Maintaining Momentum in German Professional learning intended outcomes: We will differentiate to cater for individual needs: Workshop.

In the Era of the Common Core Standards Network Meeting, January 11, 2012 Silicon Valley Mathematics Initiative Assessment for Learning.

Presenter Pam Williams, PhD Standards for Mathematical Practice (Kindergarten-Grade 5) Alabama College and Career Ready Standards for Mathematics K- 5.

He akoranga whakawhiti reo A communicative way of language teaching.

What do the new Standards for Registration mean to me ? To Lead or Not to Lead Hazel Cunningham 2014.

Summer Institutes 2013 Change Teacher Practice Change Student Outcomes.

Noeline Grant, Lecturer/Adviser Learning Languages, VLL

Aims of the session To review the teaching as inquiry process

Literacy and NCEA Denise Hitchcock National Coordinator Secondary Literacy Secondary Student Achievement Te Tapuae o Rehua.

Principles of Instructed Second Language Learning Dee Reid, School Support Services, The University of Waikato Jeanne Gilbert Uni of Waikato

Spanish ProfeLL 3 – Working towards Sustainability in Spanish (or managed interdependence) Professional learning intended outcomes: We will differentiate.

Teacher Performance Assessment (TPA). PlanningInstruction (Engaging students & supporting learning) AssessmentReflection Academic language Student Voice.

Getting to grips with learning intentions and success criteria An online workshop With thanks to TEAM Solutions AtoL team.

Jeanne Gilbert Uni of Waikato Healthy Eating – Curriculum Integration and Task Based Language Learning Jeanne Gilbert Uni of Waikato

Year 7/8 E- Learning in Languages (ELL) How will incorporating e-learning tools, such as using a digital camera and movie maker to create digital stories,

The Foundation Stage at Acton CEVC Primary School

Using ICT to Support Students who are Deaf. 2 Professional Development and Support: Why? Isolation Unique and common problems Affirmation Pace of change.

BTEC Creative Media Production UNIT: 2 TASK 2. Learning Intentions To understand the principles of presentations To know how to make an effective presentation.

English language learners - accelerating mathematics learning Vanitha Govini Anuja Singh

French ProfeLL 3 – Working towards Sustainability in French (or managed interdependence) Professional learning intended outcomes: We will differentiate.

MATH 90 CURRICULUM RENEWAL & MATH MAKES SENSE 9 WORKSHOP June 25th, 2010.

Joanne Chen Irvine Valley College.  SLOs are statements that specify what students will know, be able to perform and to demonstrate.  SLOs specify an.

Communication in Mother tongue This project has been funded with support from the European Commission. This [publication] communication reflects the views.

Developing the culture of Teaching and Learning at Queens’ Our core purpose as educators is to get the best out of everyone we teach. We achieve that by.

The Power of Formative Assessment to Advance Learning.

ELA: Focus on Collaborative Conversations & Writing FCUSD Instructional Focus Meeting Sara Parenzin September 20, 2012 Welcome! Please sign in and start.

Using AFL to Teach JC2 O Power. Using AFL to Teach JC2 O Power.

Year 7-10 E-Learning in Languages (ELL) Teacher Reports Does the use of video as a reflective tool for teachers and students impact on students’ learning.

French ProfeLL 2 – Maintaining Momentum in French Professional learning intended outcomes: We will differentiate to cater for individual needs: Workshop.

Oracy O 6.1 Understand the main points and simple opinions in a spoken story, song or passage listen attentively, re-tell and discuss the main ideas agree.

Published materials Authentic materials

Children should mostly develop the 3 prime areas first. These are:

SESSION 2.1 PROGRAMME OF ASSESSMENT TASKS IN GET GRADES R-9.

Developing English Language and Literacy. Demographics.

The importance of talking and listening for second language learners

Background To Literacy 1-2-3

Language & Literacy Practicum in Child Development 1.

Chinese ProfeLL 3 – Working towards Sustainability (or managed interdependence) in Chinese Professional learning intended outcomes: We will differentiate.

Department of Education Professional Learning Institute GOOD TEACHING Differentiated Classroom Practice Learning for All Module 1.

R Hipkins Rosemary Hipkins New Zealand Council for Educational Research Key competencies in the curriculum: reflecting on implementation and assessment.

SOCIAL SCIENCES SHIREE LEE Making connections between ECE & School.

MISSION To support the development of language skills considered necessary for New Zealand’s growth as a knowledge economy that is globally connected.

Exploring the mathematics standards through Algebra Mathematics and Statistics, Team Solutions, Northland.

A. EDUCATORS PRACTICE IS DELIBERATE B. BETTER UNDERSTANDING OF THE LINK BETWEEN TEACHING PRACTICE AND LEARNING OUTCOMES Ka Hikitia- Asmita.

Adult Literacy. Spanish Culture and Language for Foreigners.

Assignment Examples of Portfolios using wikispaces

© New Zealand Ministry of Education copying restricted to use by New Zealand education sector. Page 1 Learning-focused relationships.

KA HIKITIA Knowing Our Learner: Culturally Responsive Curriculum Kiri Rua School Support Services University of Waikato Trident School, 15/10/2010.

Spanish ProfeLL 3 – Working towards Sustainability in Spanish (or managed interdependence) Professional learning intended outcomes: We will differentiate.

French ProfeLL 1 – Accessing French Professional learning intended outcomes: Give teachers initial confidence to begin using Oui Make meaning of the Oui.

Denise Hitchcock National Coordinator Secondary Literacy Secondary Student Achievement Te Tapuae o Rehua.

© Crown copyright 2006 Renewing the Frameworks Enriching and enhancing teaching and learning.

Objectives of session By the end of today’s session you should be able to: Define and explain pragmatics and prosody Draw links between teaching strategies.

Effective Communication Techniques. Interest Approach Give each student a copy of a relevant news article. Explain the importance of skimming and scanning.

Ko te reo te tuariki. Language is my identity. Ko te reo tōku ahurei. Language is my uniqueness. Ko te reo te ora. Language is my life.

Conversation with the SLOA&C March 20, 2015 Professional Development Day SJCC Presenters: C. Cruz-Johnson, S. Datta, and R. Gamez Paving the Way for Student.

Improve Own Learning and Performance This is a very important skill If you can analyse how you work – you can make improvements, which will help you in.

Level 2 - Session 1A Instructional Shift: Focus Using Focus to Plan Classroom Instruction.

The Teachers’ Guides are the core of the programme: Learning progressions by outcomes Support for using Student Activity Books Planning support Links to.

Learning Learning Learning Languages Jeanne Gilbert School Support Services University of Waikato.

Spelling and beyond – Curriculum

Literacy Across Learning

Spelling and beyond Literacy Toolkit HGIOS

Literacy Across Learning

Power Partners in Our Environment

Planning For Integrated Learning Victorian Curriculum: F-10

Curricular Goals Language proficiency Foreign Cultural Literacy

Presentation transcript:

Whakatauki Ko tōu reo Ko tōku reo Te tuakiri tangata Tīhei uriuri Tīhei nakonako Your voice My voice It is an expression of identity Behold, the message and the messenger (“Voice” refers to all languages including sign, the language of birds, the winds etc. Tihei uriuri = behold, take note, consider, who is it that speaks, the words being spoken and how the message is conveyed.)

German ProfeLL 1 – Accessing German Professional learning intended outcomes: Give teachers initial confidence to begin using Ja Make meaning of the Ja kit: written materials, videos / DVDs, CDs, CD player v computer and speakers, assessment and reporting ideas.

and the LL resources (Ja kits) Understand the relationship between source documents e.g. NZC and websites: http://www.tki.org.nz/e/community/language/german/ http://learning-languages-guides.tki.org.nz/ and GiNZC and the LL resources (Ja kits)

Workshop aspects of units 0 - 4 by focusing on: Language acquisition e.g. sound systems, (P1); and numbers and classroom language (P 1,6,7,8) Language methodologies for input (P6) (IRDPX + Oral Choral) Apply knowledge of Learning Styles to LL Make links with L1 (first language) literacy and mathematics

Discover how cultural activities are integrated into the programme and begin an understanding of interculturality (iCLT) Reflect on own learning and set personal and school goals for term 2 and rest of year.

Learning Intention (Specific Learning Outcome = SLO) In this session we are going to learn to count from 1-10 in German. Why would we want to learn this?

Success criteria: (How will you know you have been successful today?) Listening: you will be able to point to the numbers when you hear them Speaking: you will be able to say the numbers correctly and off by heart Reading for Recognition: you will be able to match the words with the numbers, and read (say out loud) the words correctly.

Do Now: Listen follow my instructions and copy the way I speak (be a good parrot)

See ‘Generic” section of the Learning Languages Waikato wiki: IRDPX Oral choral PPP See ‘Generic” section of the Learning Languages Waikato wiki: https://learninglanguageswaikato.wikispaces.com/